Test Modifications Percentage of Use by Teachers1. Provide ample space for students to respond to items on test protocol. 96.9%2. Space items so as not to interfere with one another. 95.3%3. Prepare tests that are typewritten rather than handwritten. 90.6%4. Allocate more time to complete the test. 90.6%5. Place a blank beside each item on matching test questions rather than have students draw lines. 90.6%6. Monitor students' performance during the test. 82.8%7. Limit the number of choices to a maximum of four on multiple-choice test questions. 81.3%8. Present items in a predictable hierarchical sequence. 79.7%9. Give shorter, more frequent test rather than fewer, more comprehensive tests. 79.7%10. Read directions and test items to students. 79.7%11. Use cues to enhance understanding of the major elements and directions. 76.6%12. Require only brief response or outline form on essay test questions. 74.4%13. Define unfamiliar or abstract words. 71.9%14. Limit the number of matching items to ten. 71.9%15. Provide a pool of responses for fill-in-the-blank test questions. 70.3%16. Change the setting in which the student takes the test. 62.5%17. Allow students to choose the number of question they must answer. 62.5%18. Avoid using never, not, somtimes, or always in true-false test questions. 60.9%19. Adjust the reading level of the test to meet the students' needs. 59.4%20. Decrease the nmber of test items. 57.8%21. Place answers vertically under multiple-choice test questions. 57.8%22. Place an equal number ofchoices in both columns on matching test questions. 57.8%23. Avoid ambiguous choices such as all of the above or none of the above on mltiple-choice test questions. 54.7%24. Employ subsections that divide open-ended essay test questions. 54.7%25. Allow students to dictate their responses. 50.0%
Taken From: Students With Learning Disabilities Eighth Eidition By Cecil Mercer, Ann Mercer, and Paige Pullen
Taken From: Students With Learning Disabilities Eighth Eidition By Cecil Mercer, Ann Mercer, and Paige Pullen